A Corpus-based Genre Analysis of Curriculum Vitae: Genre Writing Instruction in EFL Contexts
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This paper aims to provide customized guidelines to EFL learners for writing in a specific genre (curriculum vitae). To this end, a total of 100 typical samples of CVs distributed by several UK and US universities were collected and analyzed using a genre-based approach. In this paper, the major features of genre analysis and corpus-based genre analysis techniques will be introduced. The collected CVs will then be analyzed, with a focus on the ‘Experience’ section in terms of its informational structures, communicative goals, and lexical items supporting the goals. The findings of the analysis of the ‘Experience’ stage in CVs are as follows. In terms of the overall linguistic characteristics, goal-oriented informational structures, reader-friendly presentation, and very specific and detailed supporting evidence was used; several sub-stages were employed, which contain different information with different communicative goals; several lexical and grammatical features from words to clauses were included, and these varied from stage to stage and made a great contribution to the accomplishment of the individual communicative goals. From these findings, the pedagogical implications will be discussed.
Abstract
This paper aims to provide customized guidelines to EFL learners for writing in a specific genre (curriculum vitae). To this end, a total of 100 typical samples of CVs distributed by several UK and US universities were collected and analyzed using a genre-based approach. In this paper, the major features of genre analysis and corpus-based genre analysis techniques will be introduced. The collected CVs will then be analyzed, with a focus on the ‘Experience’ section in terms of its informational structures, communicative goals, and lexical items supporting the goals. The findings of the analysis of the ‘Experience’ stage in CVs are as follows. In terms of the overall linguistic characteristics, goal-oriented informational structures, reader-friendly presentation, and very specific and detailed supporting evidence was used; several sub-stages were employed, which contain different information with different communicative goals; several lexical and grammatical features from words to clauses were included, and these varied from stage to stage and made a great contribution to the accomplishment of the individual communicative goals. From these findings, the pedagogical implications will be discussed.
참고문헌 (31)
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